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Making Tech Meaningful with SAMR

A short workshop on the SAMR framework
by

Drew McAllister

on 17 September 2015

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Transcript of Making Tech Meaningful with SAMR

by Jeff Utecht
by Ruben R. Pentadura
www.hippasus.com/rrpweblog/

Goals:
Context

for the concept of classroom "technology"
Tool

to assess the application of technology
Time

to share and develop ideas with colleagues -- across the curriculum and within a curriculum
What is
' '?
Review of Terms
Lucidchart
Blog
Creative Commons
Channel
Databases
Social networking
Upload
Apps
Embed



Social bookmarking
Infographics
Post
Tweet
DuckDuckGo
Comment
Wiki
Concept mapping
Professional Learning Network
technology
"The technology our children have now
will be the worst they ever use."
-- Greg Lawrence
“Current psycholinguistic research suggests that, as students begin to use
more complex
syntactic forms, their
accuracy decreases
until they have fully acquired the new forms”
-- Horst and Pierce (ACTFL Journal, 2010)
"An alternative technique for
reducing cognitive load
when both channels are overloaded with essential processing demands is pretraining, in which learners receive
prior instruction concerning the components
in the to-be-learned system."
-- Mayer and Moreno (Educational Psychologist, 2003)
writing an essay (original)
writing an essay in Google Docs (s)
writing an essay in Google Docs and gathering comments
both from peers as well as the teacher (a)
writing an essay in Google Docs and gathering comments from a remote class of students (m)
co-writing an essay in Google Docs with a partner from that remote class of students (r)
answer a problem as a group, hand it to your teacher (original)
take a picture of your group's problem worked out and e-mail it to your teacher (s)
take a picture of your group's problem and post it to a Lino.it canvas (a)
take a video as your group works your problem and send it to your teacher (m)
take a video as your group works your problem, post it to YouTube, and link it to an Padlet. Review the videos as a class, discuss misconceptions, and outline strategies. (r)
Identify places of importance on a map (original)
Identify places of importance on a Google map by putting in placemarks(s)
Identify places of importance on a Google map by putting in placemarks as a class, each person adding a different placemark and adding a short description to it (a)
Identify places of importance on a Google map by putting in placemarks as a class, each person adding a different placemark, description, image, and linking to 2 articles or videos that further describe the significance of that place (m)
Identify places of importance on a Google map by putting in placemarks, but contact others who live in those places and ask them to suggest articles or images that best represent those places. Ask them to describe why those links would be significant to them. (r)
copy a classic work of art into sketchbooks (original)
copy from screen of personal device rather than from a book (s)
e-mail the picture to yourself so you can continue your project at home (a)
Create a personal online art journal. Take pictures of your work and post it into your journal. (m)
Add the work you posted to your art journal to a collaborative edcanvas. Share that edcanvas with a local artist and ask for him or her to leave comments on the class' pieces. Ask the artist to upload a selected piece for the class to ask questions about. (r)
SAMR
Making Sense of
Enhancing Instruction by Evaluating the Use of Technology
@drewmca
SAMR
What is it,
anyway?
Accept Every Offer
Make Your Partner Look Good
Moving Above the Line
Why?
Audience
Work Time Goals: (self-selected group)
Draft at least one tech-infused lesson or unit
Prepare a 3-minute summary (modified "Ignite")
Big Idea

behind the unit (the "why") - content-focused, not tech-focused
Stage of SAMR

you'd like to address
Application of technology

you're planning
Present in cross-curricular groups to resounding applause
created by Lissa Layman
Full transcript